发布时间 : 星期日 文章The differences between 3P and TBLT更新完毕开始阅读b27d3bb8bb4cf7ec4afed0ce
The differences between PPP and TBLT
First, we should realize the definitions of 3P and TBLT.
1、PPP
It contains Presentation, Practice and Production (PPP). The teacher first introduces a new language item in a context directly, explains the meaning and form of this new language point. Then, some controlled practice would follow. The last stage is production. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, etc.
2、Task-based teaching
As the definition of a task, there are different definitions given by different scholars.
For example, drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks. Willis divided strictly the model of task-based approach into three stages: pre-task, task cycle and language
3、Differences between TBL and PPP
Task-based teaching and PPP teaching are subsidiaries of communicative approach. Take-based teaching is a representative of strong version, while PPP is advocating weak version of communicative approach. The differences between these two approaches lie in many perspectives:
（1） TBL can provide a context for grammar teaching and form-focused activities.PPP is
different in this aspect.
（2） The role of teachers and students in classroom
Task-based teaching is a student centered approach. Teachers help learners with language practice in a created context, and encourage them to think by themselves, cultivate their ability of study strategies. While PPP is a teacher centered approach. Teachers will determine the content of the class. They impart knowledge actively; learners just accept the content in a passive way. （3） The contents of teaching.
The view of language in task-based teaching is holistic communication. And teaching contents are all kinds of activities in order to accomplishing tasks. There is a great variability between input and output. While in PPP, in the first stage, teachers present single 'new' items. Learners acquire single language items and not in a whole process. Then in the second stage, teachers give drills, exercises and dialogues in a serious controlled way. They control the input and output to insure they are identical. （4） The procedures and context of the learning.
In a task framework, the context is already established by the task itself. During the task-based language analysis stage, learners are free to ask about any aspects of language they notice. All four skills-listening, speaking, reading and writing-are naturally integrated. But, in a PPP cycle, with the presentation of the target language coming first, this context has to be invented. The process of consciousness raising is simply to repeat, manipulate and apply.
4、Conclusion
In task-based language teaching, it is important to have a balance between the focus on holistic communication and the focus on form. While in PPP, it is important to pay attention to the communication of language, not only to produce forms in isolation. In a conclusion, we should not deny either of them; instead, we had better combine their reasonable points, to develop the PPP approach and make task-based teaching adapt to teaching English as a foreign language situation.
Exposure TBL Pre-task Introduction to topic and task Instruction Use Instruction(as needed) Use (planned) Exposure Exposure Exposure (planned) Exposure Task cycle Task Planning Report Students hear task recording or read Text Exposure Exposure Language focus Analysis and practice: Review and repeat task Instruction Use (restricted) Use (spontaneous) Exposure (restricted) Exposure (restricted) Exposure PPP Presentation Of single ‘new’ item Practice Of new item:drills,execises,dialogue practice Instruction Instruction Use (restricted) Use (free of partly restricted)